ERIC Number: ED387275
Record Type: Non-Journal
Publication Date: 1995-Apr
Reference Count: N/A
Early Childhood Education. IDRA Focus.
IDRA Newsletter, v22 n4 April 1995
This newsletter contains seven articles on developmentally appropriate and equitable practices for use in preschool and primary classrooms and at home. Examples frequently relate to Hispanic or limited-English-proficient (LEP) students. "Parents As First Teachers: Creating an Enriched Home Learning Environment" (Abelardo Villarreal) outlines what parents should do and what they should avoid in providing learning opportunities for preschool children. "Guiding Success for Preschool Age Children: An IDRA Training Program" (Abraham Dominguez, Abelardo Villarreal) describes training for teachers and caregivers in preschool classrooms that encompasses seven competency areas. "Creating Gender Equitable Early Childhood Environments: A Look at What's So--the Status of Education" (Michaela Penny-Velazquez) describes gender-biased methods still practiced in early childhood classrooms, and ways that preschool teachers can promote gender equity through appropriate materials, activities, and language usage. "Picking Pertinent Pieces from Pre-Kinder Portfolios: Pursuing Portfolios and Assessing Alternative Assessment" (Aurelio M. Montemayor) discusses portfolios as a means of implementing authentic assessment in developmentally appropriate preschool programs. "What Teachers Are Saying about Project Adelante" provides teacher comments on a program devoted to improving instruction of preschool LEP children. "What We Can Learn from the Reggio Emilia Early Childhood Program" (Abelardo Villarreal) describes an Italian program that draws on the diversity of experiences that children bring from home, and discusses program principles applicable to the preschool education of culturally and linguistically diverse students. "Computers Are for Young Children Too" (Bradley Scott) reviews "Young Children: Active Learners in a Technological Age," an anthology of 21 articles edited by June Wright and Daniel Shade. (SV)
Descriptors: Child Development, Developmentally Appropriate Practices, Early Childhood Education, Educational Environment, Educational Methods, Elementary School Students, Limited English Speaking, Mexican American Education, Parents as Teachers, Portfolio Assessment, Preschool Children, School Readiness, Sex Fairness, Sex Role, Training
Publication Type: Collected Works - Serials
Education Level: N/A
Authoring Institution: Intercultural Development Research Association, San Antonio, TX.